ELA+2+Lesson+2


 * Topic: How families are alike and different **

W.2.1 - Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. W.2.2 - Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. W.2.5 - With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. W.2.8 - Recall information from experiences or gather information from provided sources to answer a question. RL.2.3 - Describe how characters in a story respond to major events and challenges. RL.2.5 - Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. RL.2.7 - Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. RL.2.11 - Make connections between self, text, and the world around them (text, media, social interaction). RI.2.1 - Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RI.2.6 - Identify the main purpose of a text, including what the author wants to answer, explain, or describe. RI.2.7 - Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. RI.2.9 - Compare and contrast the most important points presented by two texts on the same topic. SL.2.2 - Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
 * Common Core standards: **

Students will be able to understand, recognize, apply, and analyze the following skills:
 * Suggested student objectives: **
 * Compare and contrast
 * Questioning
 * Complete sentences
 * Friendly letter
 * CVC syllable patterns


 * Suggested additional readings: **
 * __Amelia Bedelia's Family Album__ by Peggy Parrish
 * __Arthur's Family Vacation__ by Marc Brown
 * __Families in Many Cultures__ by Heather Adamson
 * __ Mi Familia = My Family __ by George Ancona
 * __Fathers, Mothers, Sisters, Brothers: a collection of family poems__ by Mary Ann Hoberman
 * __Great Big Book of Families__ by Mary Hoffman

Journeys lesson activities [|Family worksheet] [|Libertyskids.com - informational article about Abigail Adams] [|TumbleBooks - 12 minute read - aloud of I Love Saturdays y Domingoes by Alma Flor Ada. The story contains English and Spanish and is concerned with a multiethnic family.] [|Brainpop, Jr. - divorce video and quiz] [|Enchanted Learning - familial names and definitions printable exercise] [|CultureGrams - brief informational article about family life in Ethiopia] [|CultureGrams - informational article about the Japanese royal family] Brainpopjr - video about letter writing Discovery Education - video about writing friendly letters PBSKids - Interactive leter writing with characters from the Arthur series by Marc Brown Brainpopjr - video about types of sentences Discovery Education - video that compares and contrasts communities
 * Resource links: **

Student learning goal: Identify similarities and differences using key words. Duration: approximately 50 minutes. Necessary materials:
 * Activities: **

//Provided//:
 * “My Brother and I” passage
 * Example T-Chart
 * “Moving to a New Town”passage
 * Independent practice worksheet

//Not Provided//:
 * Markers
 * Chart paper

Teacher will explain the meaning of compare (identify similarities) and contrast (identify differences). Teacher will read aloud the passage, “My Brother and I,” from a chart ("My Brother and I" is provided in Books and Passages). Teacher will circle one example of a key word which tells the reader that the author is comparing, (like, alike, same, etc.). Teacher will explain how this key word gave clues as to what is the same about Jared and his brother. Teacher will write the “compare” key word and the similarity on a T-chart (See Direct Teaching and Guided Practice Example Chart in Teacher Student Materials below). Teacher will identify one “contrast” key word (different, but, on the other hand). Teacher will explain how this contrast “key word” gave a clue as to what is different between Jared and his brother. Teacher will add this “contrast” key word and the differences to the T-chart. Ask: "How did I find similarities and differences between the two characters in the story?" Students should respond that you read the text and paid attention to words that gave the reader a clue that two things were similar (compare key words) or gave the reader a clue that two things were different (contrast key words). > **TIP:** For students who need additional scaffolding, consider starting with sample sentences before moving onto paragraph reading. Teacher and students will continue identifying “compare” and “contrast” key words from the passage. We will add the key words and the similarities and differences to the T-chart. (See Direct Teaching and Guided Practice Example Chart below.)
 * ===TEACHER MODELING===
 * TIP:** Try brainstorming a list of clue words with students before the Direct Teaching. Students would most likely be able to identify: same, different, and alike.
 * ===THINK CHECK===
 * ===GUIDED PRACTICE===
 * compare and contrast family life

Students will read the passage “Moving to a New Town,” and circle the “compare” and “contrast” key words. They will identify similarities and difference in a T-chart. Note: You will need to save the "Moving to a New Town" passage for use with Lesson 2.
 * ===INDEPENDENT PRACTICE===

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